Republic of the Philippines

DEPARTMENT OF EDUCATION

Regional Office No. 02

(Cagayan Valley)

Carig Sur, Tuguegarao City, Cagayan

ADVOCACY MEETING

INDIGENOUS PEOPLES EDUCATION (IPED)

DIVISIONS OF CAUAYAN CITY AND SANTIAGO CITY

VENUE

CAUAYAN NORTH CENTRAL SCHOOL

DATES

July 3-4, 2013

IP Ed Advocacy Team

Lourdes G. Angoluan, Ph.D., CESO IVOIC Regional Director

Corazon T. Barrientos, Ed.D., CESO VOIC Asst. Regional Director

Members

Dr. Purificacion Macarubbo

Dr. Jose Sario Poblete

Dr. Joselito Balatan

Dr. Eddie Galutan

Dr. Dennis Agbayani

Dr. Samuel Soliven

ABSTRACT

The IPEd Advocacy meeting was attended by 54 principals/school heads from the Divisions of Cauayan City and Santiago City. With acceptable reliability of the pretest and posttest, the pretest result revealed that the participants had little knowledge about the IPEd topics but became much knowledgeable after the IPEd-related workshops, activities and discussions facilitated by the advocacy team. Gains were high.

Based on the evaluation results, the participants rated the IPEd Advocacy meeting as excellent.

ADVOCACY

ON

INDIGENOUS PEOPLES EDUCATION (IPEd)

for the Divisions of Santiago City and Cauayan City

July 3-4, 2013

Cauayan North Central School

Cauayan City

Part I: Opening Program (July 3, 2013 8:00-9:00 a.m)

Imbuing the Sense of NationalismCauayan Teachers Choir

Praising God, the AlmightyDr. Jose Sario Poblete

EPS II, ALSD

Cauayan North CS

Encouraging and Inspiring EveryoneDr. Edna Pasamonte

OIC SDS, Cauayan City

Dr. Cesar Adaoag

SDS Santiago City

Dr. Corazon T. Barrientos, CESO V, OIC Asst. Regional Director

Dr. Lourdes G. Angoluan, CESO IV, OIC Regional Director

Describing/Introducing the participantsDr. Estelito Balatan, Jr.

EPS II, ALSD

Dr. Samuel Soliven

EPS II, SED

Intermission NumberCauayan City Natl HS

Part II: Advocacy OrientationDr. Purificacion Macarubbo

Team Leader

July 3-4 Topics

DO 62 IPEd Framework

Indigenous Knowledge Systems and Practices (IKSP)

IPEd and the K to 12 ReformIPEd and the MTBLE

IPEd and the GAD (Gender and Development)

IPEd and the Contextualization of the Curriculum

IPEd and the ACCESS PrincipleIPEd Advocacy Planning

Master of Ceremonies

Dr. Eddie Galutan EPS II, SED

PRETEST RESULTS

Number of Respondents = 54

Pretest reliability = 0.867

Items

Pretest

Mean

QD

Rank

1. Concept/Definition of Indigenous Peoples

42.3

LK

3

2. IPEd

37.4

LK

6

3. DO 62, s. 2011

35.8

LK

7

4. Indigenous Knowledge System and Practices

28.6

NK

10

5. Mother-Tongue Based/Multilingual Education (MTB-MLE)

54.3

K

2

6. Contextualizing Education

40.0

LK

5

7. Enhanced Basic Education Act of 2013

56.2

K

1

8. ACCESS Principle

42.1

LK

4

9. Indigenized Curriculum

34.0

LK

8.5

10. Culture-Responsive Curriculum

34.0

LK

8.5

QD Qualitative Description

Legend

1 20.00 - 29.49No KnowledgeNK

2 29.50 49.49Little KnowledgeLK

3 49.50 - 69.49with KnowledgeK

4 69.50 - 89.49with Much KnowledgeMK

5 89.50 100with Very Much KnowledgeVMK

After the Opening Program, the Training team administered the Pretest to the 54 participants. This was conducted to determine their beginning understanding/knowledge about Indigenous Peoples Education. The 10-item pretest has a reliability coefficient of 0.867 which means that the pretest was reliable. A test is reliable if it has a reliability coefficient of 0.80 and above.

The pretest results revealed that the participants were already knowledgeable about Enhanced Basic Education Act of 2013 and Mother-Tongue Based / Multilingual Education (MTB-MLE). These must be due to the various orientation meetings and advocacy on the said topics.

In addition, the participants had little knowledge on the concept/definition of Indigenous People, IPEd, DO 62, s. 2011, contextualizing education, ACCESS Principle, Indigenized Curriculum and Culture-responsive curriculum. Moreover, they had no knowledge on Indigenous Knowledge, Systems and Practices (IKSP).

Overall, the participants had little knowledge about the topics before the discussion in the IPEd Advocacy Meeting.

The IPEd Advocacy Meeting Proper

July 3, 2013 (Wednesday)

Dr. Estelito Balatan started the Advocacy Meeting by leveling the expectation. It was done through a writeshop where the grouped participants wrote their expectations about the Advocacy meeting and how they could help realize these together with the advocacy team.

Dr. Jose Sario Poblete presented the concepts and definitions of Indigenous Peoples including Indigenous Peoples Education (IPEd) and its Framework based on DepEd Order No. 62, 2011.

Dr. Purificacion Macarubbo firmed up DO 62 by letting the participants dramatize their experiences with IPs.

Dr. Corazon T. Barrientos, OIC Asst Regional Director, inspired the participants and the Advocacy Team.

Dr. Poblete introduced Indigenous Knowledge, Systems and Practices (IKSP)

July 4, 2013 (Thursday)

Dr. Balatan and Dr. Macarubbo further connected the K to 12 curriculum to IPEd by highlighting general concepts and features.

Dr. Eddie Galutan facilitated the workshop to dramatize the four (4) ACCESS Principles in relation to IPEd.

Dr. Dennis Agbayani presented the salient features of MTB-MLE.

Dr. Samuel Soliven logically presented how to integrate IKSP in the K to 12 Curriculum as a way of indigenizing, localizing and contextualizing the curriculum. He helped the participants walk through standards-based teaching by capturing IP culture-responsive topics. He also shared IPEd in connection to GAD concepts.

In conclusion, Dr. Soliven facilitated the making of an IPEd Advocacy Plan. The awarding of certificates of attendance and appearance followed.

POSTTEST RESULTS

Number of Respondents = 54

Posttest reliability = 0.905

Items

Posttest

QD

Rank

1. Concept/Definition of Indigenous Peoples

87.3

MK

5.5

2. IPEd

87.3

MK

5.5

3. DO 62, s. 2011

87.3

MK

5.5

4. Indigenous Knowledge System and Practices

83.3

MK

12

5. Mother-Tongue Based/Multilingual Education (MTB-MLE)

90.7

VMK

1

6. Contextualizing Education

85.8

MK

9

7. Enhanced Basic Education Act of 2013

87.3

MK

5.5

8. ACCESS Principle

82.8

MK

9

9. Indigenized Curriculum

85.8

MK

9

10. Culture-Responsive Curriculum

85.8

MK

11

11. IPEd and GAD Concepts (GAD: Gender and Development)

88.2

MK

3

12. IPEd Advocacy Planning

88.7

MK

2

Qualitative Description

Legend

20.00 - 29.49No KnowledgeNK

29.50 49.49Little KnowledgeLK

49.50 - 69.49with KnowledgeK

69.50 - 89.49with Much KnowledgeMK

89.50 100with Very Much KnowledgeVMK

After the IPEd Advocacy Meeting, the Training team administered the Posttest to the 54 participants. This was conducted to find their progress relative to their understanding/knowledge about Indigenous Peoples Education. The posttest has a reliability coefficient of 0.905 which means that the posttest was reliable. A test is reliable if it has a reliability coefficient of 0.80 and above.

The posttest results revealed that the participants became very much knowledgeable about Mother-Tongue Based / Multilingual Education (MTB-MLE) and much knowledgeable about all the other IPEd topics including Gender and Development Concepts and IPEd Advocacy Planning..

Overall, the participants had much knowledge about IPEd after the Advocacy meeting.

GAINS based on the Pretest and Posttest

Items

Pretest

Posttest

Gains

Rank

1. Concept/Definition of Indigenous Peoples

42.3

87.3

45

7

2. IPEd

37.4

87.3

49.9

5

3. DO 62, s. 2011

35.8

87.3

51.5

4

4. Indigenous Knowledge System and Practices

28.6

83.3

54.7

1

5. Mother-Tongue Based/Multilingual Education (MTB-MLE)

54.3

90.7

36.4

9

6. Contextualizing Education

40.0

85.8

45.8

6

7. Enhanced Basic Education Act of 2013

56.2

87.3

31.1

10

8. ACCESS Principle

42.1

82.8

40.7

8

9. Indigenized Curriculum

34.0

85.8

51.8

2.5

10. Culture-Responsive Curriculum

34.0

85.8

51.8

2.5

Legend for Pretest and Posttest

20.00 - 29.49No KnowledgeNK

29.50 49.49Little KnowledgeLK

49.50 - 69.49with KnowledgeK

69.50 - 89.49with Much KnowledgeMK

89.50 100with Very Much Knowled